OLTD 503 - Online Communication
Theories, models, and strategies are applied to inform best-practice in online communication. Synchronous and asynchronous environments are examined. Tools, platforms, and applications are explored to scaffold learning. Strategies for moderating and facilitating effective online learning are presented. Communities of practice are established and applied to student achievement.
Learner-led Seminar
Evidence: Learner-led Seminar
OLTD Outcome Addressed: Demonstrate basic competency with design and implementation within a variety of online learning environments and tools
In this activity, my partner and I designed an asynchronous activity for our OLTD peers to complete. The topic for our activity was “Too Much Information.” When planning this activity, my partner and I decided that we needed to incorporate reading material and video that relate to the topic. In addition, we needed to design the activities around Salmon's (2003) 5-step model of "teaching and learning online through [computer mediated communication]." Our peers were then asked to respond to the content material they read and viewed. As online instructors, my partner and I were responsible for responding to the posts that our peers made. It was important for us to provide our peers with positive feedback to the comments they posted.
Although I have been teaching in a f2f classroom for more than 15 years,
designing this lesson has given me an opportunity to take my lesson planning to the online environment. The point of this assignment was to practice our own online facilitation skills. When planning the activities for the week, we looked at the Salmon’s five stage model. Although the first two steps of the model had been covered at the beginning of the course and throughout other OLTD courses, we considered stages 3, 4 and 5 when planning the activities for the week. With stage #3, students were provided with a variety of online resources (video and print) that were related to Information Overload. For stage #4, students were asked to engage in an online discussion about their experiences related to Information Overload. In addition, students were asked to create a blog post reflecting on a time when they were overwhelmed with technology and how they were able to overcome it. If we were to do this lesson again, we would have the students read other students blog post and reply to the blog post. This was something that was done by the instructors only.
My role as an online educator is to provide students with the skills required to learn online. In addition, I want to provide my students activities that involve students constructing meaning through communication and interaction with their peers. All students have the capacity to learn, grow and mature intellectually and socially within an online environment if they are given opportunities to develop and practice the skills. My experience of facilitating the learner-led seminars became more meaningful in light of our reflection on the experience. The core of reflective practice is constant development through
honest reflection.
OLTD Outcome Addressed: Demonstrate basic competency with design and implementation within a variety of online learning environments and tools
In this activity, my partner and I designed an asynchronous activity for our OLTD peers to complete. The topic for our activity was “Too Much Information.” When planning this activity, my partner and I decided that we needed to incorporate reading material and video that relate to the topic. In addition, we needed to design the activities around Salmon's (2003) 5-step model of "teaching and learning online through [computer mediated communication]." Our peers were then asked to respond to the content material they read and viewed. As online instructors, my partner and I were responsible for responding to the posts that our peers made. It was important for us to provide our peers with positive feedback to the comments they posted.
Although I have been teaching in a f2f classroom for more than 15 years,
designing this lesson has given me an opportunity to take my lesson planning to the online environment. The point of this assignment was to practice our own online facilitation skills. When planning the activities for the week, we looked at the Salmon’s five stage model. Although the first two steps of the model had been covered at the beginning of the course and throughout other OLTD courses, we considered stages 3, 4 and 5 when planning the activities for the week. With stage #3, students were provided with a variety of online resources (video and print) that were related to Information Overload. For stage #4, students were asked to engage in an online discussion about their experiences related to Information Overload. In addition, students were asked to create a blog post reflecting on a time when they were overwhelmed with technology and how they were able to overcome it. If we were to do this lesson again, we would have the students read other students blog post and reply to the blog post. This was something that was done by the instructors only.
My role as an online educator is to provide students with the skills required to learn online. In addition, I want to provide my students activities that involve students constructing meaning through communication and interaction with their peers. All students have the capacity to learn, grow and mature intellectually and socially within an online environment if they are given opportunities to develop and practice the skills. My experience of facilitating the learner-led seminars became more meaningful in light of our reflection on the experience. The core of reflective practice is constant development through
honest reflection.
503 Final Paper
Evidence: 503 Final Paper
OLTD Outcome Addressed: Critically assess and evaluate resources for best practice in online learning
This assignment was intended to give me a chance to sift through the materials and experiences to which I have been exposed to OLTD 503. This activity enabled me to demonstrate my understanding of different synchronous and asynchronous tools that can be within an online learning environment and how they can be used to create social presence and a sense of community. In addition, it gave me many tools to fit within my philosophy of learning. Although I had written this assignment up as a “Paper,” I was able to present it in the form of a Weebly website. Although I have created several websites, I found presenting my information in this format to be more interesting because I could incorporate pictures that enhanced the presentation. Because I had the freedom to choose the way I presented my information, I found that I was engaged and highly motivated to complete the assignment.
Creating an artifact of my learning in OLTD 503 was a challenging but rewarding activity. Although there were a lot synchronous and asynchronous tools that can be used within an online environment, I chose tools that I felt would
appropriate for me to incorporate into an online grade 5 learning environment. Because I was able to communicate my interpretation of the content material in OLTD 503, I was able to personalize the learning. I learned how important it is
to allow students to choose the way they wish to present their information; there is not one good way for all students to "show what they know.” Within my teaching practice, I need to make sure that I provide my students with opportunities to choose how they wish to represent their learning; students become more engaged in their learning. Furthermore, I learned how my philosophy of learning fits within an online learning environment.
I strongly believe that all students have the capacity to learn, grow and mature intellectually and socially within an online environment if they are given opportunities to develop and practice the skills. My role as a teacher is
to give students the tools to construct knowledge. With all the synchronous and asynchronous technologies available, there is great potential for educators to develop social presence and create effective learning communities that allow students to communicate, collaborate and learn in a positive and productive way.
OLTD Outcome Addressed: Critically assess and evaluate resources for best practice in online learning
This assignment was intended to give me a chance to sift through the materials and experiences to which I have been exposed to OLTD 503. This activity enabled me to demonstrate my understanding of different synchronous and asynchronous tools that can be within an online learning environment and how they can be used to create social presence and a sense of community. In addition, it gave me many tools to fit within my philosophy of learning. Although I had written this assignment up as a “Paper,” I was able to present it in the form of a Weebly website. Although I have created several websites, I found presenting my information in this format to be more interesting because I could incorporate pictures that enhanced the presentation. Because I had the freedom to choose the way I presented my information, I found that I was engaged and highly motivated to complete the assignment.
Creating an artifact of my learning in OLTD 503 was a challenging but rewarding activity. Although there were a lot synchronous and asynchronous tools that can be used within an online environment, I chose tools that I felt would
appropriate for me to incorporate into an online grade 5 learning environment. Because I was able to communicate my interpretation of the content material in OLTD 503, I was able to personalize the learning. I learned how important it is
to allow students to choose the way they wish to present their information; there is not one good way for all students to "show what they know.” Within my teaching practice, I need to make sure that I provide my students with opportunities to choose how they wish to represent their learning; students become more engaged in their learning. Furthermore, I learned how my philosophy of learning fits within an online learning environment.
I strongly believe that all students have the capacity to learn, grow and mature intellectually and socially within an online environment if they are given opportunities to develop and practice the skills. My role as a teacher is
to give students the tools to construct knowledge. With all the synchronous and asynchronous technologies available, there is great potential for educators to develop social presence and create effective learning communities that allow students to communicate, collaborate and learn in a positive and productive way.